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Entrepreneurship.

First year undergraduate students in business and management.

“The Misadventures of Amy and Azi” case presents a brief historical perspective of two partners' venture into the aerobic and fitness industry. The case discusses the partners' foray into the business world armed with great determination and a one year business plan but without proper understanding of the operational requirements of running a business. Though successful in the launching of the first studio, the initial success had blinded the vision of one of the partners, Azi who wanted to open another branch quickly. After a few months of operation, they realized that the second studio was a failure and had sapped the profit from the first centre. To make matter worse, the two partners are stuck with the second studio and have to find another premise for the first studio due to short-sightedness when signing the rental agreement.

The case study enables the students to: understand the current business environment of fitness industry in Malaysia, appreciate the need for proper planning and control in starting a business, to be aware of the importance of understanding legal implications in starting a business, the need to conduct proper market research before starting and to understand multi-cultural and multi-religion issues in Malaysia.

Teaching note.

This chapter is concerned with exploring the lived experience of welfare-to-work policy in rural Wales through the lens of participant observation with young people undertaking the initial course that represents their first encounter with the New Deal for Young People (NDYP).¹ I wish to respond to calls for qualitative explorations into marginalised rural life through discussing policy delivery personnel's² views of unemployed young people, and how some young people respond to the experience of being a rural welfare-to-work participant. The terms with which welfare practitioners speak about their clients and the client experience itself are both useful ways to look closely at the operation of the UK welfare programme, drawing out particular issues arising in the countryside. The chapter begins with a brief outline of the NDYP as an early mandatory welfare-to-work programme in the United Kingdom, before summarising some of the characteristics of youth unemployment. Drawing on empirical research undertaken in central Wales, I then outline some ways in which frontline practitioners characterise the 18–24-year olds with whom they work, before a detailed look at some individual stories from fieldwork with the young people themselves.

Purpose – This narrative inquiry chronicles our experiences in a social studies methods course and the understandings we gained as we engaged alongside our teacher candidates in democratic practices.

Approach – Our narrative inquiry began as we wondered whether modeling democratic practices and establishing democratic classrooms in our social studies methods courses would enable future teachers to construct democratic classrooms. Through analysis of our field notes from several semesters, we captured and examined our process of curriculum making with our teacher candidates.

Findings – Through recounting and unpacking four stories of our curriculum making, we demonstrate that to prepare future teachers to prepare their students as citizens, teacher educators must do more than merely model democratic practices. While modeling, they must explicitly teach the concepts behind the practices and attend to nondemocratic and missed opportunities for engaging in democratic practices. They must create opportunities for teacher candidates to plan, practice, observe, and critique democratic practices.

Value – To many, social studies is limited to the study and memorization of facts about history and geography. However, the primary purpose of the K-12 social studies is citizenship education (NCSS, 1994). Social studies teacher educators are responsible to prepare future teachers to meet this purpose through social studies methods courses where democratic practices are modeled and explicitly taught, and where teacher candidates are given opportunities to engage in democratic classrooms.

The purpose of this paper is to discover the relationship between the extended organizational commitment model (EOCM) and self-determination theory (SDT). The author shows that specific dimensions of commitment can be associated with the forms of regulation and motivation.

Using literature analysis, the author sets the theoretical relationships between commitment and regulation (and motivation). The interrelated relationships are illustrated qualitatively by presenting case studies.

Like the regulation-based motivation scale, the dimensions of organizational commitment (OC) can be sorted and combined with regulation and motivation. The emotional-based OC dimensions (normative commitment as a sense of indebtedness (NC:HiSoI); normative commitment as a moral duty (NC:HiMD); affective commitment (AC)) are influenced by regulation and motivation. In the case of cost-based OC dimensions (deliberate commitment (DC); continuance commitment as a low perceived alternatives (CC:LoAlt); continuance commitment as high sacrifice (CC:HiSac)), the leaders’ motivational strategies are driven by their perceives of the employees’ OC. Commitment dimensions stemming from a degree of necessity are linked to lower levels of regulation, while commitment dimensions stemming from internal conviction are linked to the higher levels of regulation.

The results also must be proved by quantitative researches later. The model presented in this study primarily supports the theoretical understanding of relationships, so its validity should be tested in different cultures, professions or employees with different qualifications and personalities in the future.

Significant resources can be saved for an organization if managers do not want to increase OC in general, rather only its one dimension, depending on the situation and goals, or if managers form their employees’ commitment profiles in a smaller team severally. However, in other cases, the employees’ commitment profiles set the useable motivational strategies, which call into question the suitability of universal motivation systems.

From the point of view of employees, the synergy between regulation (and motivation) and OC contributes to the improvement of their psychological well-being and means more efficient use of resources for organizations.

The study shows the hierarchy of dimensions of the EOCM and its relationship with regulations in the SDT.

Archive footage is now a staple of much cinematic and broadcast production. This chapter explores some of the ways in which archival material has been recycled and considers some of the tensions between filmmakers, archivists, and audiences throughout the process of research, production, and screening. It considers some of the controversies associated with the repositioning of material in short-form, narrative and documentary filmmaking, particularly in relation to content that was never intended for exhibition in the public sphere. Drawing upon Benjaminian ideas of accessing authenticity in a form that has been reproduced, it considers the responsibility of both filmmaker and viewer in critiquing moving image content that has borrowed, self-consciously or surreptitiously, from earlier filmic forms. It concludes by making recommendations for an ethical approach to recycling archival material in research contexts that are pertinent to the burgeoning field of academic creative practice, with a particular focus on the stakeholders involved and a reasonable contextual positioning of the source material in its remediated form.

The purpose of this paper is to criticise ad hoc approaches to ethics in research and development in technology as descriptive and non‐ethical, and based upon a narrow conception of rationality.

The approach deploys a theory of normativity that can incorporate values and a broad conception of rationality, in order to account for the relevance of issues for the addressees of normative injunctions.

A normative approach is possible and required in order to implement ethics in research and development in technology.

The approach draws together themes from current alternative approaches that each fail to deploy the full resources of the normative approach, and so fail to fully account for ethics. This approach identifies and moves beyond present limited approaches.

Purpose – At the turn of the 21st century, popular claimsmakers made a series of claims about the benefits of volunteer work for youth: that volunteering would reduce youthful self-absorption with peer groups, introduce youth to people different from themselves, foster macro-level understandings of social problems, and connect youth to the community. This article examines youths’ experiences of volunteer work in order to determine which claims are realized and how.

Methodology/approach – I conducted in-depth interviews with 45 youth, aged 15–23, who engaged in volunteer work with a wide variety of organizations.

Findings – Youth did not always realize these claims and when they did, many did so through mechanisms different than those suggested by popular claimsmakers.

Research limitations/implications – Because this is an exploratory study which uses a purposive sample, the findings provide direction for future researchers to more fully investigate how youth realize the benefits of volunteering and under what conditions.

Practical implications – In order to make volunteering a valuable experience for as many youth as possible, volunteer coordinators need to be cautious of uncritically absorbing public claims.

Originality/value of paper – Youth speak for themselves about the value of volunteering and challenge popular claims made about youth and volunteerism.

Substantial investments are now being made in quality assurance programmes throughout the developed world. Proposes that economic evaluation is one approach to justifying these in terms of value for money. Three key elements are: comparison with some alternative course of action; measurement of costs; and measurement of consequences. Illustrates the difficulties of addressing these by a case‐study – an audit programme aiming to increase the use of intravenous thrombolysis for acute myocardial infarction. Discusses the production of accurate costings; the wide confidence limits associated with regression analysis; and the numerous assumptions required in the modelling of effectiveness. Economic evaluation of quality assurance programmes may be useful in future, if the required data can be collected.

Until Workforce 2000: Work and Workers for the Twenty‐First Century (Johnston & Packer, 1987), diversity in organizations was largely ignored. Cultural diversity did not appear in the management literature until the civil rights movement of the 1960s brought about an increased awareness of African‐Americans in the workforce. However, the U.S. has been culturally diverse for several hundreds of years. What took us so long to take advantage of this diversity in the workforce? This is a basic question of this manuscript. Therefore, this paper examines workforce diversity dating back to the colonization of the Americas. I will address the origins of cultural diversity and discuss the political, economical, and cultural contexts that impacted the lack of research regarding diversity’s influence on organizations. Finally, I will examine how scholars have viewed cultural diversity and discuss the current status of diversity research.

We conduct an experiment to examine the occurrence of the bystander effect on willingness to report a fraudulent act. Specifically, we investigate the impact of evidence strength on managers’ decisions to blow the whistle in the presence and absence of other employees who have knowledge of the wrongdoing. Results indicate that when there is strong evidence indicating a fraudulent act, individuals with sole knowledge are more likely to report than when others are aware of the fraudulent act (the bystander effect). However, the bystander effect is not found when evidence of fraud is weak. Further, a mediated moderation analysis indicates that perceived personal responsibility to report mediates the relation between others’ awareness of the questionable act and reporting likelihood, suggesting that the bystander effect is driven by diffusion of responsibility. Our results have implications for all types of organizations that wish to mitigate the detrimental effect of fraud. Specifically, training or incentives may be necessary to overcome the bystander effect in an organization.